Outdoor school, the big camping trip - those 6th graders are going to embark on a weeklong adventure in the outdoors. Each student, no matter what social standing, is headed to the great equalizer: the wilderness. Yet, this is not happening for all. As a matter of fact, it is not happening - yet.

A lot of talk has been placed on the social emotional learning of a child and the equity platform in education. While wonderful programs are being created and the buzz is in the air, we have to stop and consider something. The picture cannot be painted if you don’t have a canvas to lay down the work. What did our leaders receive that made them the wonderful people they are today? What canvas in the late 90’s and before were priority then and not today? The truth is, some things in education we had right and turned away from - one of which was the camp experience. 

To those who became leaders, was it the support from peers, the bonding, and coming together that helped you become who you are? Thinking back, you were not taught to make a friend. It isn’t in lesson plan number 7 to connect deeply with your classmates. Somehow it naturally took place. What did it lead to? It made you get up and go to school, which made for better attendance. It made you have study groups so you would have higher test scores. It motivated you to walk down the aisle to reach your graduation! Those classmates also helped you decide your career, which college to attend, and even helped you when you were down - perhaps even when substance abuse, suicide, or running from home was on the mind. They were there - they were the love needed to carry on and pursue happiness. Our leaders today most certainly received and have just that: peer support. 

Let's get back to that weeklong experience, the root of the creation of peer support. In the midst of the camping experience, the "blank canvas" can be presented. Just as the essentials of camp are air, water, food, shelter, and sleep, so is the camp experience a basic necessity of equity and SEL. It is the same for everyone at camp. The gracious piece is having these items together creating companionship and community naturally.  

In the movie Cast Away, Tom Hanks screamed out for his man-made volleyball friend, “Wilson!!!” for a reason: the importance of companionship to human existence. The campfire bowl, the late-night giggles, the comforting of homesickness, the bond of lifelong friendships - these all come with the weeklong experience where kids come in skeptical and uncertain and leave prepared, inspired, and supported. It has been proven that a week at camp shows higher test scores, attendance, and graduation rates. All from just one week of camp!

Many of us who are parents now were given this outdoor camp opportunity to some degree and know the benefits. Unfortunately today, kids nationally spend on average 10 minutes outside and 8 hours on a screen. Our children’s health is in jeopardy. Something happened that turned our focus away from the well being of our children. After the 90s, many budget cuts in schools across the country eliminated camp week. Camp was seen as a luxury, when it turns out it was actually essential. The good news is, we know it works, you know it works, and all we have to do is pivot our priorities to get back in the game. Start by visiting our brand new Outdoor School for All website.

The camp experience guarantees our children several things. They'll receive peer support to deal with the challenges of our future. They will be exposed to new skills that are focused on an evolving work force. They will get to know stewardship and develop empathy for the environment and natural resources. They will likely return home a different human being--the one you hoped they would become. Independent, humbled, and ready. 

How are you going to speak about the year 2020? There has been so much that has occurred this year. It can be challenging to synthesize how to articulate our feelings, thoughts, and moments from this year. 

As I begin to reflect, I wanted to recontextualize the year and provide some opportunities for us to talk a moment to reflect and dig into our realizations. 

If we speak our realizations, we can learn and grow from them.

If we share our realizations, we can grow stronger in community and allow ourselves to connect with others. 

• What is one way you have grown during the past year?
  
• Who have you been able to lean on for support during the past year?
  
• What has been a new learning for this year?
  
• What is something you have accomplished this year that surprised you?
  
• What is a compliment that you can bestow upon yourself for this year? 
• What is a new awareness or learning from you from this year that you will take with you into the new year?
  
• What is something that challenged you but allowed for moments of growth this year?

I encourage all of us to take a moment to reflect and celebrate our realizations. Feel free to share with your buildings, districts, and families. Embrace the pause, take a moment, and look back on the year that was 2020. 

In this episode of AWSP News, we discuss:

• Work-life balance for school leaders,
• joining a group of new/newly assigned Digital/Virtual On-line School Leaders,
• connecting with a network of colleagues during this time of distance-leading,
• our “How to be All In as an Inclusive Leader” series with Dan Habib,
• a successful strategy implemented to address high failure rates in Yelm,
• a special MLK Day Presentation for your school,
• and La Chispa, an engaging and dynamic bilingual (English-Spanish) program for secondary Latinx students.

Prefer to read the news? Check out the script.

In this edition of AWSP News, we discuss:

• the Washington State Principals of the Year,
• reaching out to the AWSP team about the realities of principaling right now,
• the new COVID restrictions,
• incredible professional learning for you and your admin teams,
• the alarming failure rates happening across the state,
• the AWSL Adviser of the Year,
• our popular ASB Finance workshop,
• the National Conference on Student Activities,
• Giving Tuesday (Dec 1),
• helping us save Cispus,
• and a great leadership example.

Prefer to read the news? Check out the script.

The 2020 AWSL Virtual Fall Conference was a smashing success! With over 120 schools, and over 5,000 attendees, the conference served its purpose of creating leadership opportunities that support and increase the academic and social success of each and every student. 

Yes, we can celebrate the number of participants, schools, and students who attended. However, the success of this conference lies in who was able to attend. 

With the need to switch to a virtual format, we invited and encouraged schools to bring as many students as they wanted. Focusing on equity, becoming while doing, and the belief that all students can lead, we hoped that students who had never attended a conference of any kind, especially a 'leadership' conference who could learn, grow, connect, and see the leadership abilities within them. 

We hoped that maybe this conference would allow students to step into themselves for the first time and see that - YES! All students can lead. 

Two reflections from the conference resonated with me:

"I enjoyed the conference very much and hope the ASB members did too. I never thought I could be a leader, but after this, I see there are ways that I can be a leader in the world. Becoming a good leader is my #1 goal, and I know AWSL will help me with the skills I need to become a good leader." 

"I have never seen a black keynote speaker before... and I saw two. As a black kid I have never had a black teacher, so seeing black speakers was really cool to me."

The second reflection serves as a reminder of how we are actively working towards our goals centered around equity. In June, AWSL and AWSP both put out equity statements and our intentions moving forward. 

AWSL's statement said, "We acknowledge that we have work to do. We are committed to learning more and teaching more about how to be not just non-racist but anti-racist. We are committed today to further engage on these vital issues with people of color who play a vital role in our organization's success. Together we will make AWSL a better, more inclusive, and anti-racist space for all students, educators, and stakeholders. We remain committed to creating a world where diversity, equity, and inclusion are no longer merely words, but thoughts translated into actions."

Our 2020 Fall Conference was a step in the right direction. Representation matters... "You cannot be what you cannot see." We hope students could see themselves, maybe for the first time, as agents of leadership in their schools and the world. 

November! We have crossed another threshold. Moving into November, we made it through our first ever COVID Great ShakeOut, and Halloween, had a blue moon, fell back to standard time, and are anxiously (nervously?) awaiting the results of the Presidential election. We will close out the month with a well-deserved long Thanksgiving weekend. So much is happening!

This is an excellent time to review and revise your district’s and school’s Comprehensive School Safety (EOP) Plan. As you and your planning teams do this, here are some things to consider:

• Current, updated comprehensive safety (EOP) plans are required by RCW 28A.320.125.
• The School Safety Center provides resources on a wide range on safety topics and issues. Check out the Federal REMS TA Center topic-specific planning resources, as well. Assess your existing risks and hazards. Prioritize. Budget for your needs. Prioritize again.
• No school safety topic or issue stands alone; all are interconnected and interdependent.
• RCW 28A.320.125 references the school mapping system. Although it is still noted as a component of your EOP, expect changes during the coming year. There will be more information on school mapping as we move forward.
• Build your required Behavioral Threat Assessment program into your EOP as your Threat Assessment Annex.
• The same advice applies to your Suicide Prevention and Behavioral Health plans.
• If your district has an SRO program, and your school has an SRO, the required components of that program should also be incorporated into the comprehensive school safety plan.
• And don’t forget the weather! Many of us may be working remotely, but winter is approaching! The National Weather Service is predicting a La Niña period through most of the winter months. That means cooler and wetter conditions for us. Stay warm and dry!

Finally, as we approach Thanksgiving, thank you to AWSP for its representation on the School Safety and Student-Well Being Advisory Committee and several safety workgroups and committees. Your efforts are very much appreciated.

For more information on any or all the topics and issues noted here, please feel free to contact our office.

Stay safe and healthy. Happy Thanksgiving!

The 59th anniversary of the United States Senate Youth Program (USSYP) will take place in March of 2021. For the past 59 years, two students per state have been selected to receive a $10,000 scholarship and attend a weeklong program in Washington D.C., funded by the William Randolph Hearst Foundation.

To apply for consideration in our state this year, a student must be a junior or senior and must hold an elected position in student council or school government. If students are unable to hold leadership positions this year due to the pandemic, they can submit the position they held during the 2019-2020 academic year.

Each student must complete the application form, the activities resume, submit a letter of recommendation from his/her activity advisor, and write a 250-word essay on a significant leadership trait. The applications will be reviewed by a selection committee and then the committee will select 15 finalists who will participate in the final selection process via Zoom on January 6, 2021. Finalists must be available this day in order to participate. 

The Washington winners will be announced in early February by our state senators’ offices. The winners will join other state winners for a virtual week in Washington, D.C. the week of March 15, 2021. Students must be able to attend all days of this virtual Washington Week. 

Visit the USSYP official website for more information.

Send all documents via mail or email to: 

Cris Sippel, AWSP, 1021 8th Ave SE, Olympia, WA 98501, cris@awsp.org 

Applications must be received (via email) or postmarked by November 16, 2020.

For questions related to the application process or scholarship eligibility, email Cris Sippel at cris@awsp.org or call 800.562.6100.

Download the application.

AWSP is thrilled to offer its second annual Women in Education Leading and Learning (WELL) Summit. Our WELL Summit for the 2020-21 school year will be a series that is offered in the fall and the spring. Our goals for the summit are to create professional networks for female leaders in education, increase our knowledge of successful leadership qualities and experiences, discuss ways to remove barriers to leadership, and focus on self-care.

Sponsored again by Kaiser Permanente (AWSP’s wellness partner) we will begin on the evening of November 4th by working with Chantl from The Thrive Lounge to create our own unique Vision Boards. On the morning of the November 5th, we will hear more about self-care from Kaiser Permanente, learn more about leadership from our amazing keynote speaker (Superintendent Susan Enfield from Highline Public Schools), and have a chance to connect and reflect with smaller groups in breakout rooms.

Our plans for the spring WELL summit on March 16-17, 2021 are still underway, but we’d love your suggestions! Email AWSP's Roz Thompson.

Join us for this year’s WELL Summit: Register today!

In 1975, Congress passed the “Education for All Handicapped Children Act” (Public Law 94-142). In 1997, it was amended and enacted as the “Individuals with Disabilities Education Act (IDEA). Almost 50 years later, so much—and at the same time, so little—has changed in the landscape of public education.

Districts throughout the country have been following some version of an IEP process for decades focused on helping improve educational results for children with disabilities. And, according to the US Department of Education, “The IEP is the cornerstone of a quality education for each child with a disability.”

IDEA was landmark legislation in 1997 aimed at helping children facing incredible, but not unattainable, odds. Now, we sit here in 2020 in a situation that none of us could ever imagine, and our children—not some, but each and every one—are facing incredible, but not unattainable, odds. Those odds require courageous conversations within and across every voice in education to rethink how we might make an immediate shift to help all of our students. We don’t have time to delay and our students can’t afford our inability to break away from the traditional approach used for way too long. 

Educational gaps have persisted for decades. That question is not for debate. Another point that we need not waste valuable time discussing is the ever-widening gaps across the system with each passing day. We are starting to hear the term, “learning loss” bubble to the surface of educator conversations. Call it what you want. “Learning loss” to me is a nice way of saying “even wider gaps in achievement, access, opportunities, expectations, relationships, and hope.” That’s learning loss. Let’s call it what it is—most of our students are suffering massive unintended consequences of remote learning.

Almost two months into the school year we are seeing and hearing increases across the system, but not the kind of increases we should be celebrating: increased failure, disenfranchisement, depression, anxiety, disconnect, isolation, and lack of hope. And, although we have some schools that have opened in hybrid models, students largely are still suffering, and the adults in the system are suffering right along with them.

So, what’s the answer? Besides taking the opportunity that COVID has presented us and completely dismantling and rebuilding the system, perhaps, in the short term, we should consider taking a closer look at the IEP system and consider applying it to all students. And yes, I’m serious. I have not had a single conversation with a student, teacher, parent, grandparent, guardian or school leader who isn’t witnessing or experiencing firsthand the impacts of COVID on learning. While “learning loss” is real across the board, students are also learning and experiencing other valuable life lessons. Addressing both the losses and gains requires immediate action.

This crisis needs a collective yet individualized response. Why can’t we scrap the one-size-fits-all approach with some on IEPs and move toward everyone on some version of an Individualized Educational Plan. No, the IEP system isn’t without flaws. And no, this won’t solve all of our problems. But, it will put the focus on the immediate needs of each and every student in the system and how COVID has impacted their mental, physical, social, emotional and educational health. Again, according to the DOE, “The IEP is the cornerstone of a quality education for each child with a disability.” I hope I’ve made an argument that supports that nearly all of our children have been disabled in this crisis.

Humor me and look at the IEP process identified in IDEA:

1. Child is identified

2. Child is evaluated

3. Eligibility is decided

4. Child is found eligible for services

5. IEP meeting is scheduled

6. IEP is held and IEP is written

7. Services are provided

8. Progress is measured and reported to parents

9. IEP is reviewed

10. Child is re-evaluated

Now look at it through the lens of our current reality:

1. Child is identified = Every child needs individualized attention

2. Child is evaluated = We need complete assessments of mental, physical, social, emotional and educational health (this includes access to technology and connectivity)

3. Eligibility is decided = Again, I think I’ve made my case

4. Child is found eligible for services = See #3 above

5. IEP meeting is scheduled = This involves the school leadership team w/ students, parents, community and university partners when possible

6. IEP is held and IEP is written  = Don’t let your past experiences of legal-binding, painful, and often conflict-filled IEP meetings move you off-target here. But rather, think about a group of students and adults working together to determine what approach might be best to address “learning loss” right now

7. Services are provided = The “Team” works collectively and collaboratively to close the gaps and provide necessary, targeted, and differentiated supports. This means that we “do” education differently and will require redefining time, resources, responsibilities, CBAs, definitions, partnerships, RCWs, etc.

8. Progress is measured and reported to parents = This will force us to move away from summative assessments (the autopsy approach) while simultaneously building a robust formative and ongoing progress monitoring system.

9. IEP is reviewed = This should be formative, not summative. Again, see #8. Just like an end-of-the-year employee evaluation is a mundane act of compliance, we should all embrace ongoing learning in our learning organizations and therefore all move toward ongoing formative systems.

10. Child is re-evaluated  = See #9...and #8.

We literally have students all over the spectrum in terms of learning loss. And, you are probably thinking right now, “Scott, it’s always been that way.” Well, you are right, but not to the degree, complexity, or consequence that we are seeing right now. As COVID rolled into our lives back in the spring, we all quickly became weary of the words “unprecedented” and “pivot.” Why? Because the impact on society (and education) was unprecedented and forced us all to pivot in just about every avenue in our lives.

People have also been talking about returning to “normal” and how they can’t wait to get kids back in our schools. I agree on my excitement to hear students interacting in the halls and classrooms, but also hope that “normal” is the last thing we return to. Let’s take full advantage of this opportunity presented by COVID to redefine public education and create something way different than normal. Let’s think big and bold around an individualized educational system where we truly examine the full health (mental, physical, social, emotional and educational) of our students. Why not create a holistic approach designed to build individual futures instead of our antiquated one-size fits all system. We’ve spent decades creating systems to react and respond to learning loss. We truly have an opportunity to create a proactive and individualized system for each and every student.

If you are thinking right now about all the reasons why we can’t, then join the club of doing the same thing over and over again and expecting different results. Instead, start thinking about what the system might gain if we, with our students, don’t use what was normal as our starting point.

Today, October 27, is National Mentoring Day! 🎉 AWSP would like to offer a well-deserved thank you to the amazing 230 AWSP trained mentors! These mentors offer their support, guidance, friendship, expertise to over 125 new and newly assigned school leaders every year. AWSP-trained mentors are truly “friends of AWSP” as they deeply understand and are committed to impacting the effects of the principal churn rate in the state of Washington.

In honor of those who give back to the profession I would like share this short but poignant article from Forbes magazine about the importance of being a mentee and being a mentor. There truly is something in it for each of the participants!

The AWSP Mentor Program would not be successful if it weren't for the many seated and retired school leaders who give back to our profession by ensuring our new and newly assigned school leaders know they have friends to call and ask for support. Given the global pandemic and that school leader burnout is at an unprecedented high, our mentors give selflessly to our school leaders as they learn the ropes of new systems, new buildings/districts, and new ways to deliver education and supports while supporting their staff, students, and families.

Thank you again for your support of Washington’s school leaders! You are truly partners in education through this work. The gift of time and energy you give to cultivating strong school leaders in our state is so very appreciated.

Happy National Mentoring Day!

During October's Principals Month festivities, we asked members on Facebook, "What's one thing you wished people knew about your current reality as a principal?" Below is one of the responses we received from Stephanie Teel, Principal at St. Helens Elementary in Longview. Thanks, Stephanie, for sharing!

Right now, my job feels a lot like the title of an old Western: “The Good, The Bad, and The Ugly.”

The Good: My teachers are working hard to meet the needs of students, whether it’s remote or hybrid. I see students learning. I see teachers looking for ways to engage and build community. I see parents that are working hard to provide for their families while partnering with the schools for distance learning. 

My district has moved to the first stage of hybrid and it did wonders for the morale of everyone! There’s something to be said about hearing the sounds of students in the building. Students are excited to see their teachers, friends, and do a great job of following all the new safety expectations!

My school has worked hard to make sure all of our families have the necessities: food, school supplies, clothes, clean water, etc. I love going on home visits with my family liaison. It keeps me connected with our school families and lets me know what the needs are.

The Bad: I don’t sleep at night. This job feels pretty lonely. I’m worried about my staff. I’m worried about my students. I’m worried about my own children and family. I worry about safety. I wonder if I’m enough. I worry that I don’t have all the answers. I worry that I can’t meet all the needs of my staff, students, and families. When I make some of those home visits, I go home and cry. 

The Ugly: I don’t see a return to “normal” any time soon and that is draining. Some weeks, there aren’t enough resources for our families. Stress and worry brings out the worst in people; there’s not much I can do but listen when that happens. Some days, I’m not sure I can do this. Schools need more resources and more people willing to think outside the box to meet the needs of our students.

Above all else, I want people to know that, while I may not love the current circumstances, I love my job, I love my staff, and I love my students. I strive every day to support my teachers and students and encourage them along the way.

As leaders guiding schools now two months into the start, you have continued to move forward with the huge task of reinventing school during a pandemic. 

Spring of 2020 arrived with pretty much everything you could have ever imagined, but truthfully more of what we never dreamed possible: quarantine, schools shutting down, face masks, continuous Zoom, remote learning, school re-entry plans that are frozen in time. And yet, you are still required to think of all the usual scenarios including open house, orientation, safety drills, and more because you just never know when you may pivot. 

Oh, and just when you think you have it figured out, something else gets added or there’s a shift in policy or practice that has to be communicated TO EVERYONE… by you, the school leader, virtually. In truth, The principalship is at its most complex moment in history. As you continue to navigate the year trying to create culture, systems, and learning for your community while problem solving issues such as the quick turnaround from hybrid to remote to hybrid learning again, I’m sure you’re asking yourself daily, “So NOW what’s next?” 

What I would say is just pause and hear this: The “So NOW what’s next?” is YOU!  Without you leading, we (as in the royal “we” of schools) just would not be. Without you, really nothing would happen! 

In terms of what’s next, FIRST make sure you make time for you. Do something to rest your head and heal your heart a bit each day.  Understand why you might be  feeling depleted now that we’ve navigated our initial “surge capacity” and then access self-care resources as often as possible.

And after you center yourself and take time for you, I ask that you come back to your school and systems with inclusion in mind.

THE MEANING OF INCLUSION

As the 2020 year progressed (and continues to progress), we had the unusual vantage point for understanding an even broader meaning of inclusion. Across the world, we all experienced a form of isolation that was required in response to the pandemic and continues even now. Social distancing is something we all became intimately acquainted with. For our own safety and the safety of others we donned masks, restricted outings, and reduced gathering to those within our households. To equate social distancing to exclusion may seem over the top, but if you think about it, it has afforded everyone the experience of what many students with disabilities encounter daily in our brick and mortar schools and in truth, life, which is to be distanced in all ways. So how do we shift, in those ever-shifting sands of re-opening schools to ensure inclusion and inclusionary practices are a part of reimagining?  

First, recognize that there is nothing wrong with the feeling of being overwhelmed with the thought of tackling inclusion now. Name it, embrace it, breathe deeply and then take a step forward. Second, think of possibilities instead of catastrophes. Focus on the opportunity to capitalize on the fact that COVID-19 has highlighted learner variability to such an extent it can no longer be ignored. Lastly, ask yourself some questions: What have I learned as a leader? How have I grown? How might I continue to grow and how do I help grow others in this current space and place? What might be the necessary steps to achieve the outcome of inclusion?  AWSP has created tools to assist you in thinking through your current culture, school systems, and learning to begin to identify an entry point and goal towards inclusion. 

CONDITIONS FOR POSITIVE LEARNING

While the ultimate outcome is inclusive education as the norm, we need to continue to frame inclusionary practices as ways to ensure all students maintain access to general education curriculum and instruction, even as schools adapt to a variety of instructional delivery models. An education for all students begins with access to high-quality core instruction in a welcoming environment, whether remote or in person. As unprecedented circumstances force changes to the traditional ways of doing school, you are forging new ways to provide the best learning experiences possible for each and every student.  

Inclusionary practices create the conditions for positive learning experiences, irrespective of the learning environment and should reflect the following tenets:   

• All students feel a sense of belonging and value, as full members of the school community. 

• All students have access to equitable and high-quality, meaningful instruction. 

• Instruction is culturally responsive, and student and family centered. 

Finally, on a worldwide basis of “So now what?” We have seen the true meaning of inclusion in the struggle for social justice. When we recognize the deep and, yes, inclusive meaning of the inherent right of every individual to be equal in the eyes of society, the law, and in the opportunities life offers, we can appreciate that the movement to gain inclusion for children with disabilities is a promise that must be realized for all our students and most especially our students of color. Systems have been created to ensure exclusive practices and there is often intersectionality that occurs with disability and race that we must recognize and restructure.

Now is the time to lead in ways to dismantle and create learning that is equitable. Sometime in the not too distant future, we will be able to celebrate our resilience in the face of difficulty and experience the joys of being included in a community that learns, plays, and works together — and it will be you, the school leader, who will be leading the charge for change.

• Create legislative platforms
• Guide AWSL's work, 
• Present at AWSP professional learning series
•  Speak with the AWSP Associate Directors on student realities
• This past week the Student Equity Cohort presented to the Educational Opportunity Gap Oversight and Accountability Committee. 

In this episode of AWSP News, we discuss:

• our “How To Be “ALL IN” As an Inclusive Leader" webinar series,
• AWSL’s Fall Conference where over 4000 students and school leaders have already registered,
• creating a Principal’s Advisory Council to build relationships with kids,
• our Cispus Forever Campaign,
• our former Learning Center Director Marty Fortin and his recognition by National FFA,
• Dr. Michelle Fox recognized for the 2020 Bell National Outstanding School Leadership Award,
• engaging with us in sharing the reality of your work in our weekly Principals Month Question challenge on Facebook,
• and a special message.

Prefer to read the news? Check out the script.

Rolling up in front of Liberty High School in Spangle, Washington was not like the traditional experience of which I was accustomed. For decades, if you pulled into any typical high school parking lot, you’d find cars parked everywhere and a busy scene filled with students moving about socializing in small groups. Not today. It was eerily quiet.

Instead I found a half-full parking lot, void of typical activity. What I knew however was that Liberty High School opened in a hybrid model and that students were definitely on campus, but only half of them. I also knew that Principal Aaron Fletcher, a 12 year veteran principal (22 years in district), was somewhere inside principaling. What I didn’t know exactly was what “principaling” meant in our current COVID reality.

Luckily, as I stood outside the school wondering if I should go in or not, an office assistant came out to greet me. After confirming my intent, she invited me into the lobby where I instantly witnessed one of the first changes Mr. Fletcher (and his team) put in place - the front lobby COVID Check-in Center. No one (students and/or adults) is allowed to pass the newly installed plexiglass station without a quick health assessment. What did it entail? Clean pens, health questionnaire with background information, temperature check, and an “all-clear for entry” badge. Every person…every day. Period. 

To say I was totally impressed would be an understatement. Since when did principaling include health screening and temperature checks? I mean, I know principals and assistant principals have been increasingly doing a lot of everything over the years, but this was new. As I was filling out my health history and being forehead temperature-scanned, the silence of the lobby was changed with my favorite sound in the world, students. Out of a side door came a group of energetic, positive, upbeat and interactive teenagers. And, right in the middle of all of them, was Mr. Fletcher.

Can you picture it? It sounded almost like normal school except a much smaller group of students and all the smiles were covered by masks. And, just like normal school, a principal was principaling right in the middle of the pack of students. He was calling out names, asking specific questions to students, giving next step directions, and spreading his energy and enthusiasm into the group. Masks or no masks, Mr. Fletcher was doing what he’s always done best - create, lead and sustain culture.

Besides the surprise of me standing in his front lobby, Mr. Fletcher didn’t skip a beat. He quickly adjusted his plans with some students and took me on a quick tour of his school. What did I see? Students spread out in classrooms, students spread out in the hallways, teachers teaching half of their students live while the other half attended virtually, and all the other things that scream out school culture…friendly greetings, posters, signs, class pictures, school pride, etc.

What was new? Besides everyone wearing masks (of which Aaron said there had been no issues), there were traffic-flow lines taped to the floor that, of course, Mr. Fletcher had run throughout the building. There were tape markers next to all of the furniture in order to prevent the students from moving into small social clusters. And, there was a designated “COVID Center” where students would be immediately taken if any COVID-related symptoms surfaced while at school. He said it was essentially a temporary school quarantine area.

“How’s it going?” is what I asked. “I mean, really, how’s it going?”

His answer was what you’d expect, “It’s going. We’re doing it. We’re going for it. I’m learning a ton and never thought I’d see this in my career.” He answered that question with a gleam in his eye that said he was thankful to be back (even if in a hybrid model), recharged to be with students, happy to be with his teachers, while simultaneously carrying the anxiety and stress of “principaling” in this unknown.

In a recent survey of our members about “principaling” during COVID, the evidence was clear that mounting stress and anxiety continues to land on the shoulders of building leaders. Job satisfaction is dropping while desire to leave the profession is increasing. That should be alarming to everyone in the system. We simply cannot afford to lose incredible building leaders. It’s not good for anyone, especially right now. Principals and assistant principals sit at the crossroads of middle management and serve as the conduit of information to various stakeholders. Students, teachers, parents, coaches, community members all look to the building for answers, direction…and hope.

At AWSP we often refer to this crossroad as the center of an ever-tipping hourglass. Everything passes through the purview of the building leaders in the middle of the hourglass, even when we don’t know what the “everything” means right now. Are we coming back? Will we be in a hybrid? Will there be sports? What if someone gets COVID? Will we shut down again? How do I log in to the learning management system? Can you help me get my students to turn on their cameras? I’m worried about a student, can you go to their house and do a welfare check? Can you tell your teachers to assign more work? Can you tell your teachers to stop assigning so much work? Can my little league team use the gym? The questions are endless.

One answer we know for sure. Our principals need support more than ever right now. They need less added to the hourglass. They need to be able to focus on relationships and hope, and that’s about it. I know someone will probably pounce on me for not saying learning is a priority, but I can tell you firsthand from what I witnessed at Mr. Fletcher’s school. His kids missed his high-fiving in-the-halls relationships. And, they were starving to be back in the culture of hope he has created and sustained for years. And now that they are at least partially back with some face-to-face, safety-first interactions, they are continuing to learn.

If eyes can tell you someone is smiling under a mask, then I saw countless smiles at Liberty High School that day. I also saw renewed hope thanks to a principal “principaling” despite masks and six foot relationships. Principal Aaron Fletcher is not unlike every other school leader out there in the system right now fighting for kids whether in full remote or hybrid settings. Our school leaders are keeping the hope alive and our society needs to know it. It’s National Principals Month, but I think we should celebrate principals every single day.

We are clearly in some of the most challenging times of our careers. And, quite frankly, you probably never envisioned leading your school in and through these circumstances. We hear you. AWSP has been supporting school leaders since 1972 and continues to make the necessary changes to provide the relevant, timely, and personalized support you need.

YOUR Principal Foundation

Just as COVID has impacted members like you, COVID has impacted AWSP in many ways.  AWSP is one of the strongest principal associations in the country and often celebrates having the highest membership across our nation. Thanks to a strong membership base, we are able to provide incredible support to our members. What many AWSP members may not know is that YOU also belong to the Washington School Principals Education Foundation (WSPEF), which houses our nationally-recognized student leadership programs (AWSL), and overseas our Cispus Learning Center (Randle, WA), Chewelah Peak Learning Center (Chewelah, WA) and Principal Center (Olympia, WA - the AWSP Office). Together AWSP and the Foundation support both building leaders and student leaders throughout the state. We are one of the only principal associations in the country that also has a strong K-12 student leadership arm. 

1. Friends of Cispus (alumni, staff, AWSP members, retirees, parents, students, etc.)
2. Large Corporate Donors (Businesses from throughout Washington)
3. Grants, Gifts, Estate Planning (Family and business foundations)

Our Principals Month celebration continues with a special surprise: We’re offering a brand-new workshop on inclusion absolutely FREE to AWSP members.

In response to the constant pivots school communities have had to undertake over the last 7 months due to Covid-19, school closures and distance learning models, systems have had to shift in unprecedented ways to face entrenched, historical disparity head on to meet the needs of all students. Inclusion and inclusionary practices have never been more important to design and implement within your school contexts to reach ALL students.

 Let AWSP assist you in reclaiming your “heart work” as an education leader, with inclusion and inclusionary practices at the forefront, through this engaging, informative, holistic professional learning series. We guarantee, you, your “why”, and your school community will benefit from time spend with Dan.

How to be 'ALL IN' as an Inclusive Leader is a 5-part series with international film-maker Dan Habib. Join AWSP and other school leaders for five, one-hour virtual sessions starting Tuesday, Oct. 27. The first topic is “Disabling Segregation.” Our time will be spent listening, learning, and collaborating to create a culture of inclusion within our schools and communities.

SAVE THE DATE

Part 1: DISABLING SEGREGATION
When: October 27, 2020
Time: 12pm - 1pm

As the series continues, we will have the opportunity to jump back into the classroom through Dan's masterful storytelling of inclusion in action. There will be time to connect with the actual students, principals and families highlighted in his films, as well as panelists of Washington principals and students who are walking through the work of inclusion.